Opinion Writing: Making a Claim and Supporting It

Opinion Writing: Making a Claim and Supporting It

Grade 4 · ELA · NYS NGLS 4W1 · 50 Minutes

NYS-Aligned Standard

4W1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information. NYS Next Generation English Language Arts Learning Standards (2017)

Learning Objectives — “I Can” Statements

• I can state my opinion clearly as a claim.
• I can give at least two reasons that support my opinion.
• I can use linking words (because, therefore, for example) to connect my reasons to my claim.
• I can write a closing statement that restates my opinion.

Essential Question

How do writers convince readers to agree with their opinion?

Materials & Prep

• Opinion Writing Planning Frame (provided below — 1 per student)
• Anchor chart: “Opinion Writing Structure” (prepare in advance)
• Opinion sentence starter strips (laminated — reusable)
• Sample mentor opinion text written by teacher (3–4 paragraphs, original, see model below)
• Whiteboard for shared writing

Anchor Chart — Opinion Writing Structure:

CLAIM:    My opinion is...
REASON 1: One reason is... because...
REASON 2: Another reason is... for example...
REASON 3: (optional) Also...
CLOSING:  That is why I believe...

Vocabulary

MLL Visual: Create a visual “bridge” showing: Claim → Reason → Evidence → Closing

Lesson Sequence

Hook / Warm-Up (8 minutes)

1. Present two choices on the board: “School should have MORE recess time” / “School should have LESS recess time.”
2. Students move to one side of the room based on their opinion.
3. Ask 2 students from each side: “WHY do you think that?”
4. Record their reasons on the board. Point out: “You just gave an opinion AND a reason. That’s opinion writing!”
5. Bridge: “Today we’ll learn how to write those ideas in a way that CONVINCES a reader.”

Direct Instruction (12 minutes)

1. Display the mentor opinion text (teacher-created, see model below). Read aloud together.
2. Identify the claim, two reasons, and closing using highlighting or underlining.
3. Point to the anchor chart: “See how the structure matches?”
4. Think aloud: “The writer says ‘…because…’ — that’s a linking word. It connects the reason to the claim.”
5. Model underlining all linking words in the mentor text.

Original Mentor Text (Teacher-Authored — Not from any copyrighted source):

“Students should have a classroom library with lots of different kinds of books. My first reason is that when students choose their own books, they practice reading more often. For example, research shows that students who choose their own reading books spend more time reading each day. Another reason is that a classroom library helps students find books that match their interests. Therefore, a well-stocked classroom library helps every student become a stronger reader. That is why I believe every classroom should have a diverse collection of books.”

Guided Practice (12 minutes)

1. Together as a class, choose a familiar low-stakes topic (e.g., “The best season is summer”).
2. Using the Opinion Writing Planning Frame, fill in the claim as a class.
3. Students turn and talk: “What is ONE reason?” Share out; record 2 reasons on the chart.
4. Students write a linking sentence together on mini whiteboards.
5. Class completes the planning frame together on the board.

Independent Practice (12 minutes)

1. Students choose their own opinion topic from the class-generated list, or choose freely.
2. Students complete their own Opinion Writing Planning Frame individually.
3. Students begin drafting their opinion piece using the frame as a guide.
4. Teacher and paraprofessional circulate; conference briefly with 3–4 students.

Closure (6 minutes)

1. 2–3 students share their claim and one reason.
2. Class gives “glows” (what was strong) and “grows” (what could be stronger).
3. Exit ticket: Students write their claim and ONE linking word on a sticky note and place it on the door.

Opinion Writing Planning Frame (Printable)

Name: _________________________ Date: _________ Topic: ___________________

MY OPINION WRITING PLAN

CLAIM — My opinion is:
_________________________________________________________________________

REASON 1:
_________________________________________________________________________
Linking word I'll use: (circle one)  because  /  for example  /  one reason is

REASON 2:
_________________________________________________________________________
Linking word I'll use: (circle one)  another reason  /  also  /  in addition

EVIDENCE / DETAIL (for each reason):
Reason 1 detail: __________________________________________________________
Reason 2 detail: __________________________________________________________

CLOSING — That is why I believe:
_________________________________________________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Provide a pre-filled planning frame with the claim written in; student adds reasons using drawings or single words
• Bilingual opinion sentence starters (e.g., “Yo creo que… / I believe that…”)
• Allow student to dictate opinion; teacher or peer scribes
• Use picture-supported linking word cards
• Accept writing in L1 as a bridge step

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Provide sentence starters for each section of the planning frame
• Pre-teach academic vocabulary (claim, reason, evidence) before the lesson using visual dictionary
• Allow student to draft in L1 first, then translate key sentences to English
• Provide a word bank of linking words

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Reduce the requirement to one reason + one detail instead of two; provide a modified planning frame with fewer boxes
• Methodology: Allow students to record their opinion verbally (voice memo) before writing; use a partner scribe; provide a completed mentor text with blanks to fill in
• Delivery: Seat student near teacher during direct instruction; provide the planning frame digitally for typing; allow extra time per IEP

Suggested Placement: ICT, Resource Room

Suggested IEP Goal Reference (Teacher Reference Only — Not Legal Advice): Given an opinion writing planning frame with sentence starters, the student will write an opinion piece that includes a clear claim and at least one supporting reason with a linking word, with 80% accuracy across 4 of 5 writing opportunities, supporting progress toward 4W1.

Extensions for Advanced Learners

• Add a counter-argument paragraph: “Some people might think ___. However, ___.”
• Research one fact to use as evidence and cite it in the piece
• Write a persuasive letter to a real audience (principal, author, community member)

Assessment

Formative: Exit ticket (claim + linking word on sticky note); circulate during guided practice

Summative Option: Completed opinion draft scored with a 4-point Opinion Writing Rubric:

• 4: Clear claim, 2+ reasons with evidence, effective linking words, strong closing
• 3: Clear claim, 2 reasons, some linking words, adequate closing
• 2: Claim present, 1 reason, minimal linking, weak closing
• 1: Opinion unclear, little structure evident

NYS Assessment Format Note: Opinion writing appears on NYS 3–8 ELA assessments. This planning frame mirrors the pre-writing strategies tested in grades 3–5.

Alignment Record